An IAP in Texas, chapter one

An IAP in Texas, chapter one (Only in Texas can you legally drive 80mph on an Interstate highway!) This week, I drove about 1200 miles from my house in Arizona to the Fort Worth, Texas area, where Ill be spending all of IAP (and the summer) interning at the headquarters of North Americas second-largest railroad, BNSF. I start in a few hours. Now ordinarily, the trainman wouldnt be driving, but Id be stuck walking to work otherwise theres no subway around here and if you want to get around, you need a vehicle. I guess thats life. Id never driven that far in one shot before, and certainly not in two days. It all worked out fine, though, and Ive been hanging around the home of my boss-to-be while he and his family are vacationing. I had some great Tex-Mex food the other night, too. Its kinda neat to be able to go wherever you want, whenever you want, even if that involves a greater-than-walkable distance can you tell Im rediscovering the joy of motoring after using nothing but the MBTA and Amtrak for twelve months?? Maybe Ill have to bring a car up to Boston after all (uh oh!) So why not stay around MIT for January like most people? Its not like Im spending time with family instead, a popular alternative for some. I actually had the choice, but this seemed like a compelling prelude to the summer period, when Ill be working here for three straight months. And its a months worth of extra salary, which isnt a bad deal, either. Ironically, the guy Ill be working for is an alum of MITs transportation masters program, and he studied under several of the faculty I know personally. The son of my advisor from last year was one of his classmates. Small world. Ill provide a few updates as time goes on. I bet you all are relieved to have finished those applications! Now you just sit back and wait. *grin*..

Last Words Spoken by Famous Criminals

Fun Movie Titles in Japanese and English

The Japanese enjoy movies, eiga (æ˜  Ã§â€ »), very much. Unfortunately, it is a little bit expensive to see movies at the theater. It costs ~1800 yen for adults. Houga (é‚ ¦Ã§â€ ») are Japanese movies and youga (æ ´â€¹Ã§â€ ») are western movies. The famous Hollywood movie stars are popular in Japan as well. Girls love Reonarudo Dikapurio (Leonard Dicaprio) or Braddo Pitto (Brad Pitt), and they want to be like Juria Robaatsu (Julia Roberts). Their names are pronounced in a Japanese style because there are some English sounds that dont exist in Japanese (e.g. l, r, w). These foreign names are written in katakana. If you have ever had a chance to watch Japanese TV, you might be surprised to see these actors quite often in TV commercials, something you will almost never see in North America.   Japanese Movie Translations Some youga titles are literally translated like Eden no higashi (East of Eden) and Toubousha (The Fugitive). Some use English words as they are, though the pronunciation is slightly changed to the Japanese pronunciation. Rokkii (Rocky), Faago (Fargo), and Taitanikku (Titanic) are just a few examples. These titles are written in katakana because they are English words. This type of translation seems to be on the increase. This is because borrowed English is everywhere and the Japanese are likely to know more English words than before. The Japanese title of Youve got mail is Yuu gotta meeru (You got mail), using English words. With the rapid growth of personal computer and email use, this phrase is familiar to the Japanese as well. However, there is a slight difference between these two titles. Why have is missing from the Japanese title? Unlike English, Japanese has no present perfect tense. (I have got, You have read etc.) There are only two tenses in Japanese: present and past. Therefore present perfect tense is not familiar and confusing to the Japanese, even to those who know English. Thats probably why have is taken away from the Japanese title. Using English words is an easy way to translate, but it is not always possible. After all, they are different languages and have different cultural backgrounds. When titles are translated into Japanese, they are sometimes turned into totally different ones. These translations are clever, funny, strange, or confusing. The word used most often in the translated movie titles is probably ai(æ„›) or koi (æ â€¹), which both mean love. Click this link to learn about the difference between ai and koi. Below are the titles including these words. Japanese titles first, then original English titles. Titles Japanese titles(Literal English translations) English titles Ai ga kowareru toki(When love is broken) Sleeping with the Enemy Ai ni mayotta toki (When lost in love) Something to Talk About Ai no sentaku(The choice of love) Dying Young Ai to iu na no giwaku(The suspicion named love) Final Analysis Ai to kanashimi no hate(The end of love and sorrow) Out of Africa Ai to seishun no tabidachi(The departure of love and youth) An Officer and A Gentleman Ai to shi no aida de(In between love and death) Dead Again Ai wa shizukesa no naka ni(Love is in the silence) Children of a Lesser God Eien no ai ni ikite(Living in the lasting love) Shadow Lands Koi ni ochitara(When falling in love) Mad Dog and Glory Koi no yukue(The place love has gone) The Fabulous Baker Boys Renai shousetsuka(A romance novel writer) As Good As It Gets The funny thing is there is no word love in all these English titles. Does love attract more attentions to the Japanese? Whether you like it or not, you cant ignore the Zero Zero Seven (007) series. They are popular in Japan as well. Did you know that in the 1967s You Only Live Twice, Jeimusu Bondo (James Bond) went to Japan? There were two Japanese Bond girls and the Bond car was a Toyota 2000 GT. The Japanese title of this series is Zero zero sebun wa nido shinu (007 dies twice), which is slightly different from the original title You Only Live Twice. It is amazing that it was shot in Japan in 60s. The views of Japan are not quiet right sometimes, however, you could almost enjoy it as a comedy. In fact, a few scenes were parodied in Oosutin Pawaazu (Austin Powers). We have had the lesson about yoji-jukugo (four character kanji compounds). Kiki-ippatsu (Ã¥  ±Ã¦ ©Å¸Ã¤ ¸â‚¬Ã© « ª) is one of them. It means in the nick of time and is written as below (see #1). Because 007 always escapes from danger at the last moment, this expression was used in the description for 007 movies. When it is written, one of the kanji characters (patsu é « ª) is replaced witha different kanji character (ç™ º) that has the same pronunciation (see #2). These phrases are both pronounced as kiki-ippatsu. However, the kanji patsu é « ª of #1 means hair which comes from to hang by hair, and #2 ç™ º means a shot from a gun. Phrase #2 was made up as a parodied word that has two meanings in botits reading and writing (007 escapes in the nick of time with his gun). Because of the movies popularity, some Japanese miswrite it as #2. (1)Ã¥  ±Ã¦ ©Å¸Ã¤ ¸â‚¬Ã© « ª(2)Ã¥  ±Ã¦ ©Å¸Ã¤ ¸â‚¬Ã§â„¢ º

Sculptures Free Essays

Over the course of time, sculptures have helped artists provoke emotions amongst individuals through use of unique structure, solidary formations, and admirable detail. Sculptures enable members of a society to visually understand and identify various historical references by having the ability to both touch and deeply connect with the statue in person. Certain features, which in previous centuries were considered essential to the art of sculpture and its literature aspects, are not present in most forms of modern art, and can no longer form part of its definition. We will write a custom essay sample on Sculptures or any similar topic only for you Order Now Before the twentieth century, sculpture was considered to be an emblematic art, one that imitated forms in life, most often human figures but also inanimate objects most known to mankind. Since the turn of the twentieth century, however, sculpture has also included nonrepresentational forms. Throughout most of World War II, it had been accepted that the forms of such functional three-dimensional objects may be expressive and beautiful without being in any way representational or depictive in creation; but it was only in the late twentieth century that nonfunctional, nonrepresentational, three-dimensional works of art began to be produced for the public to both enjoy at the moment and apply to their lives in the near future. In the imitable sculpture known as the â€Å"International Monument†, Glid Nandor, the remarkably gifted artist who illustrated such a powerful, idiosyncratic form of literature, exceeded the expectations of those around him during the year 1968, and incited a global reaction among communities of various cultures. Glid Nandor’s work of entangled architecture and precise detail accurately demonstrates the pain, travail, and intense anguish that the Jewish and Slavic races faced on a daily basis over the course of World War II throughout Eastern Europe. The work was formally dedicated in September 1968 as a memorial piece to all those that suffered at the hands of Nazi Germany at the Dachau Concentration Camp Memorial Site in Dachau, Germany. Today, it is recognized as one of the most influential, renowned sculptures to ever have been based around the Holocaust in literature history. Upon examining the â€Å"International Monument†, one can see that the sculpture is not flat, but has a depth of about four feet. The hands of the skeletons of the Jewish and Slavic races, which resemble the barbs on a barbed wire fence, are disheveled and snared in a way that demonstrates the human struggle to fight the pain and torment that was inflicted upon the victims of the various Nazi concentration camps. The sculpture itself is said to stand approximately nineteen feet tall and forty-eight feet wide. With this being said, it is clear to pinpoint and recognize that this domineering structure in size symbolizes the withered, scrawny bodies of the prisoners who died of malnourishment and constant infection in the Dachau Concentration Camp. The sculpture is made up of a dark bronze pigmentation that features short strands of barbed wire on which skeletons are hanging with their heads flaccid harshly over the crossed fence, signifying callous distress and weakness to move. Additionally, on either side of the sculpture are concrete fence posts which closely resemble the ones used to support the barbed wire fence around the campsite. Below the sculpture are the dates imprinted in bold text: 1933 – 1945, which are pivotal years in human history in which the Dachau Concentration Camp was first established and had finally closed upon the conclusion of World War II in Eastern Europe, a turning point for the Jewish race and Slavic civilizations. Glid Nandor’s work of literature and perspective is truly remarkable. His ability to wrap the bodies of the victims of the concentration camps and still form one large piece of artwork is beyond his time, which makes his artistic talent all the more adroit. When examining the sculpture as a whole, singular form of prose, instead of focusing on each individual aspect that comprises the work together, it is clear to identify the fence posts, ditches and barbed wire as being reminiscent of the security facilities installed around the camp. The human skeleton commemorates those, who in an act of despondency and desperation, jumped into the barbed wire fence to quickly seal their fate and end their constant agony. Death in the concentration camp was commonplace and ubiquitous. This depiction is not only symbolic, but it also tells the story of the many suicides that were committed in this way in the Dachau Concentration Camp. As the visitor enters further into the incline, the motif of humans caught in barbed wire intensifies, like an altarpiece, suggesting an epidemic of perversities in which the Jewish race sought as their only hope to a phlegmatic life. The sculpture is framed by cement posts that reflect the security installation of the former concentration camp. Glid Nandor’s â€Å"International Monument† illustrates how literature can connect both art and reality within its design if constructed in the most virtuous way possible, and his inimitable approach to conveying the feelings, perceptions, and actions of the Jewish and Slavic races during the Holocaust in his sculpture will forever and always be regarded as nothing short than brilliant amongst his fellow peers. How to cite Sculptures, Papers

Healthcare Organization Mental Health

Question: Describe the Mental healthcare organization? Answer: Personal Statement At the beginning of my career I served a healthcare organization as a support worker in mental health care. Additionally, for few months I have worked in different fields of health and social care. Gaining experience in different health and social care fields, I found that I have an inclination to provide care to the mental health patients. I found the task significantly challenging as well as I believe I have the potential to provide suitable care for catering the needs of the people suffering from mental illness. Presently I am pursuing a bachelors degree in Information technology from South Bank University and this is my final year. I am planning to pursue further studies in mental health care in order to acquire relevant technical skills and knowledge in order to provide care to the people with mental illness. I strongly believe that the postgraduate course in Mental Health Nursing is an appropriate course which will help in gaining extensive knowledge as well as develop required skill for providing excellent service to the mental health patients. I have gone through the syllabus of the course and found that I will be exposed to the subjects such as biology and psychology which are essential for analyzing the condition along with the treatment need of the patients. Additionally, studying sociology will be helpful as it will provide a holistic view of the social care and help in analyzing the social background of the patient which significantly influence the recovery and well being of the patient. Though I have practical experience in providing support to the mental health patients, this course will enable me in considering different aspects by capitalizing the technical knowledge. I have worked in healthcare sector for years. During this period only few months I have provided care to the general health care patients. In the rest of the period I have provided care and support to the mental health patients successfully under the guidance of expert healthcare professionals. This experience has significantly helped me in learning the essential qualities for providing excellent care to the mental health patients. I have also developed confidence as I have handled several patients having different issues. Additionally, I have encountered several difficult cases and threatening situations. It has helped in improving my problem solving ability. I have worked in a team and it helped me in exerting my performance as a team player. I have learnt how to communicate effectively with the patients as well as my colleagues. As I have significant experience in providing care to the mental health patients as well as I have inclination to serve the mentally ill people, I would like to become a nurse for the mental health patients. I will take the challenge to assist the mentally ill patient in recovering. My personality is suitable for this profession as I am extremely patient and I respond to the situations quickly as well as rationally. I believe the prost graduate course will help in nurturing my skill and potential for becoming a nurse to provide care to the mental health patients. I love travelling and reading which helps in broadening my exposure and elevates me as a human being. I am looking forward to join the University for sharing my social activities, experiences and gather knowledge and develop skills.

Responsibilities of a sports coach Essay Example

Responsibilities of a sports coach Paper The managing role of a coach is unique, the same as each role, a manager must select balanced teams for example in hockey his two star players are both strikers but if they are playing in that position they dont pass well together and they dont receive enough service from the midfield. The coach sees this and decides to drop one of them back into midfield. This works well, the strikers have a support striker and a finisher, and they are getting better service from the midfield. If the coach hadnt changed it then the players needs would not be met, and it would not maximise their potential. The manager must be very decisive and be a leader for his team, for example, in the up-coming game the opposition are playing a 4-3-3 formation, the coach sees this and decides to utilise the space on the wings and plays his side in a 4-5-1 formation with the wingers supporting the striker. However, at half time they appear to have changed to a 4-5-1 themselves, the coach assures his players to keep it the same and they have the ability to beat them man for man. The unique thing about the coaching role compared to the other 5 roles is that the match day mind frame is almost like a game of chess, the other 5 roles focus on your own team but the manager must be mindful of both his side and the opposition, making and counter-acting moves according to what is happening in front of him. We will write a custom essay sample on Responsibilities of a sports coach specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Responsibilities of a sports coach specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Responsibilities of a sports coach specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Educator  An educating role of a coach is very important on a and off the pitch, the educator must know about what he is teaching, for example in basketball the coach teaches the players the wrong technique for a jump shot, if the technique is not correct then they could injure themselves executing the move. However if the technique is right the players can practise and improve maximising their own potential. The educator must not only educate the players on the playing field, but off it as well, for example in football the coach has an U16s team that have just finished a match. They are in the dressing room and are talking about going out to celebrate by getting drunk and getting in fights, the coach stops them and tells them that its not cool and improvises by teaching them about other thing they can do to celebrate. The educator role is different to the others because its not just about the matters on the playing field or involved in the sport, its about lifestyle and living standards too. In football the venue isnt where the map said it was, a local says its across the main road so take safety precautions every session to make sure all the kids get across safely. In basketball the hall you hired out is half the size as you thought it was so you make changes to your course arrangements to change the venue to a near-by facility.  In rugby your venue has been double booked, you have to try an find another venue so you ring round all the possible local venues.  Health and Safety  In rugby your filling in for a sick colleague, you turn up 15 minutes earlier than usual to carry out a quick risk assessment to make sure there are no dangers. In football your training on an Astroturf and 3 of your players are wearing studs, you tell them they must use trainers or they cant because they risk injury.  In hockey none of your players have the correct protective equipment for goalkeeping so you adapt your session into a possession game.  Equipment  In tennis you are working at a school and you are told the school will supply equipment, you bring a small amount of your own equipment in case of any problems that may occur. In football you have no equipment the day before a session, you contact your venue and colleagues to consult about borrowing equipment.  In basketball you have 20 kids to cater for but only 10 basketballs, you make sure your session plan is all 1 ball between 2 related.  Players Needs  In rugby you have an exceptional player, you may have to cater for him/her by making the session harder for his level of skill.  In Tennis you have a leg amputee you may have to cater for him/her by making the area of his/her court smaller or playing against a weak player.  In football you have a player with asthma, you make sure he has his inhaler with him at all times whilst playing or taking part in physical activity.

Cultural Research Interview among Luo Community Essay Example

Cultural Research Interview among Luo Community Essay Example Cultural Research Interview among Luo Community Essay Cultural Research Interview among Luo Community Essay This study seeks to explore the culture of Luo community in Kenya. It is not easy to study Kenya as a culture on its own due to its multi-cultural dimension. Therefore, one can only study it from the many cultures there are. It will explore Luo culture in various domains. The study will provide concrete examples to support the findings in each domain. It will also carry out a one-on-one interview with a Kenyan citizen and especially from Luo culture. The findings in the literature review will be compared with the data collected from the interview. This study also seeks to propose few recommendations and suggestions on applications to practice. Luo Culture in Kenya Kenyan as a multi-cultural nation has got forty two tribes with different cultures. Therefore, one can only explore certain aspects of Kenyan culture. This study narrows its scope to Luo Culture, whose community takes about 25% of the Kenyan Population hence being the third largest ethnic group (Ochieng, 2007). It is believed that this community originated from the Southern part of Sudan, getting into Kenya through Northern Uganda and settled in Nyanza Province (Ochieng, 2007). It is also believed that their migration was in search of higher and cooler regions with adequate rainfalls (Isak, 1972). Today, they are popularly referred to as River-Lake Nilotes (Ochieng, 2007). This study chooses to explore on Luo culture due to its peculiar elements. In fact, it is considered to be one of those complicated cultures in Kenya especially on the issue of â€Å"wife inheritance† (Gay, 1981). When Kenya was still under British colonialism, the Luo people managed to defend their land; more so, they played a fundamental role in fighting for Kenya’s independence. It is also worth noting that this tribe produced and continues to produce a number of scholars and other educated men and women who have attained high levels of education from prominent universities all over the world (Liyong, 1972). Luo professionals are present in most parts of Kenyan economy; for instance, they serve in business and government ministries, educational institutions as professors, doctors, engineers and lawyers. Literature Review Communication The Luo community has got three languages. Two of the languages are widely used by all other Kenyan tribes, for instance, English and Kiswahili. English originated from the British colonial era and was declared by Kenyan government as the official language while Kiswahili is the national language (Sinaiko, 1995). The indigenous language of Luo community is referred to as â€Å"Dholuo† which is commonly used at home and in their everyday conversation (Sinaiko, 1995). In their culture, naming of children relate to where they were born, the exact time of day or the day of the week. This also includes the kind of weather at that time (Ocholla, 1980). For instance, the name Akoth (female) or Okoth (male) is given when one is born during a rainy season. In general, the Luo culture names children on three formats, for instance, a Christian name like Peter or James then a second name like â€Å"Okoth† then a sir name like â€Å"Omondi† (Ocholla, 1980). Nutrition Luo community grows maize (corn), millet and sorghum. It also grows cash crops, for instance, tobacco, coffee, sugarcane and cotton. They also keep animals such as goats, sheep, poultry and cattle, which are later used to settle dowry prizes. Most importantly, fish in Luo culture means a lot; in fact, fishing is a major economic activity in Luo community (Parker, 1989). It is also worth noting that this community’s staple food consists of ugali (kuon) and fish. Ugali is prepared from maize meal mixed with boiled water until it becomes a thick porridge where fish becomes its preferred accompaniment. Additionally, the ugali food can be accompanied by green vegetables, meat or stew. Maize is a common food all over Kenya and most families grow it and sell it for a better income (Parker, 1989). Luo culture abhors foods like rice and mixture of boiled maize and beans (Mboya, 1986). But sometimes, this mixture of boiled maize and beans which they refer to as (nyoyo) is typically consumed when the community members return from a hard day of work in the fields. The nyoyo can also be eaten with tea, porridge or stir fried vegetables (Mboya, 1986). This community likes traditional beer known as busaa which is prepared during special occasions or celebrations. Normally, they mix flour and water and leave it for sometime until it turns sour after which they heat it in a big pot. Men drink from the pot using long pipes while seated and women can join them or have their share on big mugs. They also feed on a mixture of milk and blood from slaughtered animals like cows or sheep. Family Roles and Organizations The Luo culture values family life and especially the gift of children. This culture believes that children belong to the father even in cases where both parents separate (Mboya, 1986). In most cases, the father is left to take care of the children. The culture also expects men of great wealth to settle for many wives as a sign of social responsibility (Liyong, 1972). This notion is what has led to the issue of wife inheritance which is going to be explored later in this study.